ADAPTING CLASSROOM MATERIALS

In a materials adaptation can span a range of procedures from adding carefully

contextualized role plays with the objective of providing more opportunities to communicate to
not finishing a pronunciation drill because of time constraints. Whether pre-planned or
spontaneous, materials adaptation is an integral part of the success of any class. An awareness of
the various reasons for adapting materials (as well as of current approaches and procedures) can
be beneficial when considering how best to use the materials adopted for the classroom.

There are always sound practical reasons for adapting materials in order to make them as
accessible and useful to learners as possible. However, reasons for adaptation have varied and
changed as the field has developed and views on language acquisition and teaching practice have
become better informed by research and experience.

Adaptation depends on factors such as:

a) The dynamics of the classroom

b) The personalities involved
c) The constraints imposed by syllabuses
d) The availability of resources
e) The expectations and motivations of the learners.

Adaptation is also appropriate when materials are not ideal, as presented in the following:

a. Methods
b. Language contents
c. Subjects matter
d. Balance of skills
e. Progression and grading
f. Fit an outside syllabus or staging
g. Cultural content
h. Image
 Candlin and Breen (1980) focus on adaptation issues that relate to materials specifically
designed for communicative language learning. Their list implies that published materials are
limited in that they do not provide many opportunities for real communication.

Having clear objectives is a necessary starting point for adopting any materials. Clear
adaptation objective(s) for the materials or knowing what ‘works’ for your class will help guide
your choice of adaptation technique(s) as well as help decide the appropriate content or language
choice. McDonough and Shaw start a list of objectives that a teacher may hope to achieve by
adapting classroom materials. They state that, in order to attain greater appropriacy from
materials, you can adapt to: Personalize, individualize, localize, modernize.

learners can decide whether they would like to follow a route that caters to their preferred
cognitive learning style (style matching) or to try a cognitive style that is less comfortable (style
stretching). Learners could choose between the styles of field dependent or independent, global
or analytical, impulsive or reflective, intuitive-random or concrete-sequential, perceiving or
judging, and feeling or thinking, among others (for definitions of these learning styles, see Reid,
1995).

Adapting material to provide for learner autonomy may mean including learner training
with the objective of helping learners acquire language outside the classroom or without the
guidance of the teacher. An example may be setting time in class for reading and listening for
pleasure and discussing material that students liked or did not like, rather than using the material
to exemplify discrete language points or as text for comprehension questions. Activities that
encourage learners to discover independently rules and conventions about the target language
could also have the potential to create autonomous learners.

Encouraging higher-level cognitive skills means adapting materials in such a way as to

require students to hypothesize, predict, infer, make connections and associations and visualize.
This type of higher-level cognitive activity engages and motivates students as well as assists in
transferring language skills already developed in their first language to the target language.

There are different ways to make input more engaging. One way is to rewrite or re-record
text, to give it more authenticity or interest. Another way is to change the form of input. For
example, a reading text as input might be presented as a game or interactive activity, rather than
simply as a reading passage. Another way to make input more engaging is to change the nature
of the tasks. For example, rather than have a reading task which focuses on comprehension,
switch the task to prediction, or allow students to finish creatively a story with their own ending.
By participating in this type of activity, learners still demonstrate comprehension or a lack of
comprehension but without direct testing and the risk of failure.

After recognizing a gap (mismatch or non-congruence) between published Teaching

materials and the needs and objectives of the classroom, the teacher has to address the
practicalities of adapting the material to meet her class objectives More closely. McDonough and
Shaw (1993) and Cunningsworth (1995) offer lists of techniques that may be used when adapting
materials better to ‘fit’ a specific Class. These techniques are:

a. Adding
b. Deleting
c. Simplifying
d. Reordering
e. Replacing Material

In order to exemplify some of the adaptation principles and techniques mentioned in this
paper, we will describe a real teaching scenario and select published course book that could be
realistically used in this scenario.

Resume Group 3 English Material Development

MATERIAL FOR BEGINNER

 Material is one of the essential factors in the learning process. As stated in Tomlinson
(1998:2), material is anything which is used to help teaching language to the learners. It can be
the form of a textbook, a workbook, a cassette, a video, a newspaper, etc. It means that the term
of materials is much broader than just a course book. So, it is a big mistake if a teacher teaches
the students based on the course book only. According to Brewster and Ellis (2003:27), children
have different style in learning foreign language than adults.
The differences are on the motivation and effort to learn the target language. For adult
learners, they often have a long-term goal, in case of effort to study further in the country of the
target language. This can increase the motivation and effort of the adult learners in learning the
target language. In contrast, it does not happen with younger learners. Children are not yet in
control of their lives and still have a great deal to learn in their own language, as well as learn
another one. Therefore, material for beginners is a teaching material that supports the process of
learning a foreign language with a variety of strategies for the development of English learning
today.
Learning English for beginners should be designed with a simple which in learning a
foreign language can be easily understood from the start basic basic English material. Thus,
according to (Nunan 2016) When adapting the materials, we need also to consider whether or not
the leaving out of one or two of the units create confusion on the students’ part, since course
book is sometimes the main resource of materials. Make sure our pupils are aware of what they
have to do in the lesson.
When teachers plan to reorder the lesson, make sure that the organization of the course
book would allow that to happen, i.e. the lesson does not depend on the previous lesson. Last but
not least, teachers can always make the material more interesting by using mime, gestures, and
realia when presenting the materials. Hutchinson and Waters (1987: 107) also propose that good
materials will contain interesting texts, enjoyable activities which engage the learners’ thinking
capacities, opportunities for learners to use their existing knowledge and skills, content which
both learner and teacher can cope with.
The process of learning and teaching foreign languages in education requires a teaching
material as a basic ingredient in supporting the learning process. Then, In the language teaching
and learning process, it is almost impossible if we are not deal with the term language learning
materials‟. It is one of the main components that have to prepare by the teacher before he/she
goes teaching. Tomlinson (1998:2), in his book he defines that the term of language-learning
materials‟ is anything which is used by the teacher or learners to facilitate the learning of
language. The kinds of the language learning materials can be cassettes, videos, pictures,
photocopied exercises, workbook, manuals, dictionaries, songs and chants, and soon.
According to Hutchinson and Waters (1987:21), designing a course is fundamentally a
matter of asking questions in order to provide a reasoned basis for the subsequent processes of
syllabus design, materials writing, classroom teaching and evaluation. Then it is important for
the researcher to do some observations and the need analysis before designing the course. So that
the course is appropriate with the need in the field. In Line (Porter 1958) Here some principles of
the useful the relevant development of materials for teaching according to Tomlinson (1998:7-
21):
 Materials should achieve impact
Impact is achieved when materials have a noticeable effect on learners that is
when the learners’ curiosity, interest and attention are attracted. Materials can
achieved impact through; a) novelty, e.g. unusual topics, illustrations and
activities.
 Material should help learners to feel at ease
Comfortable class is one of teacher’s responsibility and guarantee to the students
during teaching learning in the class. Materials can help learners to feel at ease in
a
number of ways. For example: Feel more comfortable with lots of white space
than
they do with materials in which lots of different activities are crammed together
on
the same page
 Materials should help learners to develop confidence
Most materials developers recognize the need to help learners to develop
confidence. They become aware that the process is being simplified for them and
that what they are doing bears little resemblance to actual language use.
 Materials should require and facilitate learner self-investment
 The learners profit most if they invest interest, effort and attention in the learning
activity. Materials can help them to achieve this by providing them with choices
of focus and activity, by giving them topic control and by engaging them in
learner center discovery activities.
 Materials should provide the learners with opportunities to use the target language
Learners should be given opportunities to use language for communication
involves attempts to achieve a purpose in a situation in which the content,
strategies and expression of interaction are determined by the learners.
 Materials should take into account that the positive effects of instruction
 Materials should take into account that learners differ styles
 Materials should into account that learners differ in affective attitudes
 Materials should permit a silent period at the beginning of instruction
 Materials should not rely too much on controlled practice activities
 Materials should provide opportunities for outcome feedback.
In materials design too, according to Hutchinson and Waters (1987:108) present a new
model to write new material. This model is designed to provide a coherent framework for the
integration of the various aspects of learners and to allow enough space for creativity and variety.
This model consists of four elements they are: input, content focus, Language focus, Task.
Therefore, task is the primary of the model. The language of the contents is drawn from the input
and try are selected according to what learners will need in order to draw the task. Thus, various
things related to design in preparing a teaching material for beginner students.
Resume Group 4 English Material Development

COURSE PLANNING AND SYLLABUS DESIGN

Syllabus Design is one aspect of curriculum development, a syllabus is a specification of

the contents of a course and list what will be taught and tested. Several methods have been used
over the years to ensure successful language teaching and learning, regardless of the method and
approach that you are using in language, you will find the problem of selection because it is
impossible to teach the whole language so you must select the parts of the language that you
want to teach.
 Basic information
 Learning objectives
 Materials and access
 Course content
 Teaching philosophy
 Grading method
 Student responsibilities
A number of different levels of planning and development are involved in developing a
course or set of instructional materials based on the aims and objectives that have been
established for a language program. Dimension of course development, such as: (1) Developing
a course rationale, (2) Describing entry and exit levels, (3) Choosing course content, (4)
Sequencing course content, (5) Planning the course content, and (6) Preparing the scope and
sequence plan.
These processes do not necessarily occur in a linear order. Some may take place
simultaneously and many aspects of a course are subject to ongoing revision each time the
course is taught. The types of decision making that we will examine in this chapter are also
involved in developing instructional materials and many of the examples discussed apply to both
course planning and materials design.
A starting point in course development is a description of the course rationale. This is a
brief written description of the reasons for the course and the nature of it. The course rationale
seeks to answer the following questions:
  Who is the course for?
 What is the course about?
 What kind of teaching and learning will take place in the course?
The course rationale answers these questions by describing the beliefs, values and goals
that underlie the course. It would normally be a two- or three- paragraph statement that has been
developed by those involved in planning and teaching a course and that serves to provide the
justification for the type of teaching and learning that will take place in the course. Developing a
rationale also helps provide focus arid direction to some of the deliberations involved in course
planning.
The course seeks to enable participants to recognize their strengths and needs in language
learning and to give them the confidence to use English more effectively to achieve their own
goals. It also seeks to develop the participants’ skills in independent learning outside of the
classroom. In order to develop a course rationale, the course planners need to give careful
consideration to the goals of the course, the kind of teaching and learning they want the course to
exemplify, the roles of teachers and learners in the course, and the beliefs and principles the
course will reflect.
Language programs and commercial materials typically distinguish between elementary,
intermediate, and advanced levels, but these categories are too broad for the kind of detailed
planning that program and materials development involves. For these purposes, more detailed
descriptions are needed of students’ proficiency levels before they enter a program and targeted
proficiency levels at the end of it.
An approach that has been widely used in language program planning is to identify
different levels of performance or proficiency in the form of band levels or points on a
proficiency scale. These describe what a student is able to do at different stages in a language
program. An example of the use of proficiency descriptions in large-scale program planning was
the approach used in the Australian Migrant Education On-Arrival Program.
The question of course content is probably the most basic issue in course design. Given
that a course has to be developed to address a specific set of needs and to cover a given set of
objectives, what will the content of the course look like? Decisions about course content reflect
the planner assumptions about the nature of language, language use, and language learning, what
the most essential elements or units of language are, and how these can be organized as an
efficient basis for second language learning. For example, a writing course could potentially be
planned around any of the following types of content:
 Grammar
 Functions
 Topics
 Skills
 Processes
 Texts
The choice of a particular approach to content selection will depend on subject-matter
knowledge, the learners’ proficiency levels, current views on second language learning and
teaching, conventional wisdom. and convenience. Rough initial ideas are noted down as a basis
for further planning and added to through group brainstorming.
A list of possible topics, units, skills, and other units of course organization is then
generated. One person suggests something that should go into the course, others add their ideas,
and these are compared with other sources of information until clearer ideas about the content of
the course are agreed on. Throughout this process the statements of aims and objectives are
continually referred to and both course content suggestions and the aims and objectives
themselves are revised and fine- tuned as the course content is planned.
These topics then have to be carefully reviewed and refined and the following questions
asked about them:
 Are all the suggested topics necessary?
 Have any important topics been omitted?
 Is there sufficient time to cover them?
 Has sufficient priority been given to the most important areas?
 Has enough emphasis been put on the different aspects of the areas identified?
 Will the areas covered enable students to attain the learning outcomes?
Resume Group 5 English Material Development

LANGUAGE ACQUISITION AND LANGUAGE LEARNING MATERIAL

In first language acquisition, the most basic theory is the conscience hypothesis which
states that language acquisition is strongly supported by the LAD (Language Acquisition Device)
or language acquisition device. According to Chomsky, as a pioneer of the nativism view, LAD
is owned by children from birth, thus enabling them to acquire a language (both mother tongue
and other languages). Therefore, there are many grammatical features of the mother tongue that
one does not need to learn consciously or specifically. It is assumed that the inborn structures
and patterns of language are the same in all languages.
Language acquisition and language learning are two important concepts in the study of
the linguistics, and they both have an impact on those who work in language instruction. Both of
these terms refer to ways that human beings learn language. Language acquisition is the process
by which humans acquire the capacity to perceive and comprehend language, as well as to
produce and use words and sentences to communicate.
Language learning more focuses on the rules and structures of a language or not
communicative or rarely use in daily conversation. Language learning focuses on developing the
ability to communicate in a second language. In language learning, students have conscious
knowledge of the new language and can talk about that knowledge. The student will have a deep
knowledge of the grammatical forms and their usages but will struggle to be able to
communicate them in context.
Language Acquisition is the process of imitation or reinforcement which sometimes
called as the habit formation. Therefore, from those view we can conclude that people, especially
the child commonly get linguistics forms through the process of analogy with other form. In the
late decade, however, those views are objected by many studies and observations done which
indicate that child cannot proceed in the acquisition of language by relying only on a process of
analogy.
On the other hand, by relying on the phenomenon which shows that environment still
gives effect to the first language learners, they need both incoming data and something that
allows them to process the data they are exposed to only for learning a language. Moreover,
children are able to speak a language that never been heard by applying the structure of the
language which unconsciously understood through LAD and internalize it.
Furthermore, in the process of acquiring language, LAD receives the language from the
environment either in well-formed or not. LAD has a mechanism for choosing and separating the
incoming data or language thus only the well-formed which will be taken. For instance, in
communication process, we often forget what we want to speak and finally we produce a
sentence or language ungrammatically such as “the man, over there I love, who wears, are
standing blue clothes” which is actually arranged as “I love the man who wears blue clothes
standing over there”. LAD is also a hypothesis maker that make a conclusion of a statement in
one language and evaluate it among the rules provided by considering which one the most well-
formed, the most efficient, and the most economic as well.
Aitchison has the same perspective with Chomsky that defines LAD as the process of
acquiring a language in which Linguistic Universal is received and it will be concluded by
hypothesis maker then evaluated. Finally it will be produced or spoken in well-formed or
grammatically is true.
In short, the process of acquiring language depends on the Language Acquisition Device
(LAD) which has been owned by children since they were born. Then, that condition makes
children be easier to acquire a language by predicting a structure of one language. Therefore,
they need not learn a characteristic of many languages consciously. They just need to utilize the
work of Language Acquisition Device (LAD) itself.
Bilingualism is a term which stands for the ability to use two languages. “To be bilingual
means different things to different people. Bilingualism encompasses a range of proficiencies
and contexts”. Therefore, the child may learn one language at home and another at school. But
sometimes bilingualism is a choice, and parents may wish to expose their child to another
language, even if they do not speak a second language themselves. Bilingual children are better
able to focus their attention on relevant information and ignore distractions.
 Bilingual individuals have been shown to be more creative and better at planning and
solving complex problems than monolinguals.
 The effects of aging on the brain are diminished among bilingual adults.
 Bilingual individuals have greater access to people and resources.
 This topic may seem as simple grammar understanding. Yet, there is much deeper
comprehension than just the grammar. Most people may comprehend that mother language and
mother’s language are the same way to convey the term native Mother Language VS Mother’s
Language. The term mother language is actually the term of native language because it
represents the term about what language that is acquired by a child as his first language.
If a child was born from a Javanese mother but he was raised in England since he was a
baby for a long time, English language is his mother language despite his mother’s Javanese
genes. This means that This means that whatever language we learnt first since we were children
will be our native language.
According to Darjowidjojo (2005: 242), the term mother’s language is synonymous with
the terms mothers, parents, and child directed speech. Mother’s language is a language which is
used by adult or teenager to communicate with a younger kid who is still starting to learn
language. This can be described when we are talking to a kid in kindergarten grade. We are
actually speaking with mother’s language since we will mostly try to speak with following ways:
using rather short sentences, high-pitched voice, a bit exaggerating in the intonation, quite slow
speech, repetition, and lot of nicknames.
Since mother’s language only concerns about the way a language is communicated
toward a child, we cannot conclude that mother’s language is the native language. Mother’s
language is just a way in communicating a language.
Chomsky describes mother’s language as a degenerate form of language since this kind
of language is not based on rule- governed system which makes the language not neat and nice.
However, Gleitman (1997) and Snow (1997) argue that mother’s language is not as bad as
Chomsky describes. On the contrary, they state that the mother’s language still have many
positive aspects and effects towards language learning of a child.
Resume Group 6 English Material Development

MATERIAL FOR GENERAL ENGLISH

General English is one of the English learning programs for the general category. In
practice or in the learning process, General English teaches speaking and listening more than
theory. However, General English also focuses on teaching reading and writing skills in addition
to grammar and vocabulary. The courses are designed for people who want to improve their real-
life English core skills: reading, listening, speaking and writing as well as the two language
foundations: grammar and vocabulary. Mastering this skill will provide you with more
professional and academic opportunities in the future.
The following is the General English material based on its level, such as:
1. General English Beginner Level Material
This beginner level is intended for beginners who are just about to learn basic or basic
English. At this level, the General English material taught is usually in the form of daily English
conversation/use, increasing vocabulary savings, and improving speaking-listening skills by
increasing practice sessions. The following is a complete description of the material taught at the
beginner level.
 Listening
 Reading
 Speaking
 Grammar
2. Material General English Level Intermediate
After completing the basic level, go up one level at the intermediate level or advanced /
intermediate level. If at the beginner level they teach more everyday conversations, then at this
level students are invited to get used to using formal variety of conversations, emphasizing strict
grammar learning and effective communication. Here are more or less details of the material
taught at the intermediate level:
 Listening: the material being taught includes listening to the direction and
dialogue on various topics.
 Reading: Deepening part of speech material, translating, and answering questions.
  Speaking: Learn speaking about describing various kinds of things, practicing
pronunciation.
 Grammar: at this level, grammar material that is taught focuses more on clauses,
sentences, active and passive voice.
3. General English Level Advanced Material
At the advanced level, students are taught to use academic language, study grammar
masters, up to the level of studying business speech and writing. The following materials are
usually taught in advanced level General English:
 Writing
 Speaking
 Grammar
There are differences, however, between GE and EFL contexts. In GE, students are
physically in the English-speaking environment. The learners face immediate needs for everyday
communication to cope with life outside the classrooms. The length of GPL courses tends to be
short (e.g. two-four weeks); therefore the learners will expect visible short-term benefits with
which they can go back to their countries. The number in a class is on the small side and classes
tend to consist of multi-cultural learners with different previous training experiences.
EFL learners, on the other hand, do not have immediate everyday communication needs
outside the classroom, such as buying tickets at the cinema or ordering food in a restaurant. The
length of the course tends to be at the level of term, semester or academic/calendar year and the
class is more likely to consist of a homogenous mono-lingual/mono-cultural group. EFL learners
often face examinations.
Even though it is used in English-speaking countries, in fact the course book for general
English still has many discrepancies in it. according to the survey, GE students seem to indicate
that they will want material that helps them manage day-to-day interactions in the specific
English-speaking environment they are in. They also commented that they prefer what they do in
class to have more connection with what happens to them outside of the classroom. GE students
and teachers stated that often the activities in the low-level materials were too easy, they wished
for more interesting text materials and activities.
On the other hand, EFL teacher and learners seem to find texts which focus on everyday
interaction in the UK or USA to be interesting but not relevant enough. Through the responses in
the survey, it is concluded that no matter how good the materials are, they will never be able to
meet the different needs and desires stemming from the different learning contexts, learning
styles, cultural norms, and experiences of each learner. It would be unrealistic to expect global
materials to meet all student needs and wants.
Based on the survey, the following are some of the major problems with GE material:
a. There are too many dry and dull texts
b. Many of the texts are not authentic or real
c. Texts and activities are not preparing students for real life situations
d. Texts and activities do not engage the interest of foreign students
e. Texts and activities seem to be culturally biased toward white middle-class British
f. Grammar exercises are often not related to the texts
g. There are so many activities to get through
h. Format are repetitive

As a materials writer and a researcher, Hitomi Masuhara found the GE materials

interesting as well as challenging, but there are some notes and evaluations of what GE materials
can actually provide, including the following:
 Introduce interesting people and their views and opinions from different ethnic
groups
 Offer opportunities for language/cultural/critical awareness that helps learners to
reflect on their own use of language as well as those of others
 Explore different varieties of language
 Offer opportunities to consider effective ways of communication with people with
various backgrounds and sense of values
 Help teachers and learners to realize that there are no neutral, correct and perfect
language users.
Resume Group 7 English Material Development

DIFFERENT TYPE OF MATERIALS

(MATERIAL FOR TEACHING ENGLISH TO YOUNG LEARNERS)

A. Theories of English Material for Young Learner

1. Piaget
In the world of education, Jean Piaget's cognitive theory is still in use and much
discussed. At the start of the 1960s, this hypothesis gained a lot of new attention. Aspects of the
mental architecture involved in knowing something are included in the study of cognition.
According to Piaget, cognitive development is a product of the interaction between the
environment and the organism, not just the maturation of the organism.
Piaget identified four components of cognitive development, including:
 Maturity as a result of the neurological system’s growth;
 Experience, specifically the interaction between an organism and its environment;
 Social interaction, specifically the effects of the social environment;
 Ecullibration is an organism’s capacity or regulatory mechanism that allows is to
maintain equilibrium and adapt to its surrondings at all times.
Area of the theory (age or level young learner): according to (Moreno, 2010) said that
Piaget's theory, he divides into 4 theories based on his developmental age, there are:
 2 years: sensomotoric period
 2 to 7: pre-operational stage
 7 to 11: concrete operation
 12 and up: formal operational stage
According to (DeVries,2000), she said that Piaget theory is Piagetian constructivist'
recommendation of a cooperative learning. There are consist relationship between teacher with
student or student with another student.
Strength; according to (Nurkholida, 2018) that Piaget theory explained, learning should
be whole, authentic and "real" so that the theory helps us to understand that meaning. Weakness;
There's two problem or weakness of theory Piaget, they are: Firstly, regarding the selection of
participants. Secondly, Piaget often utilized the clinical method to collect data.
2. Vygotsky
Vygotsky described the learning process as taking place in two stages: the first stage
involves group collaboration, while the second stage is carried out alone and involves
internalization. It is possible for skills like mutual respect, vetting the veracity of the other party's
claims, negotiating, and adopting the other party's opinions to emerge during the interaction
process, both between teacher-students and between students. According to (DeVries,2000), she
said that Vygotsky himself describing many instructional strategies that he believed to be line
with his theory. The age range 3 to 15 years.
According to (DeVries, 2000), she breaks it down into many implementations, including:
 Reciprocal teaching
 Classifying grocery items
 Taxonomic hierarchical classification
 Etc.
Strength; according to (Nurkholida, 2018) that Vygotsky theory explained, learning in
social interactions among individuals happens in the zone of proximal development (ZPD).
Weakness; The flaws in Vygotsky theory can be seen in how the teacher's role as an educator is
less helpful during the learning process and how the scope of meaning being investigated is
bigger and more complex.
3. Bruner’s
According to Bruner's learning theory, which is almost identical to Piaget's theory,
children's intellectual development occurs in three stages of representation: enactive, iconic, and
symbolic. Enactive children are those whose attention is dependent on their response; iconic
children are those whose thinking patterns are dependent on their sensory organization; and
symbolic children are those whose understanding is complete enough for them to express their
opinions verbally.
Area of theory (age or level young learner): according to Bruner, there are three stages of
cognitive development that are based on how children express themselves to the world around
them: enactive (0-2 years), iconic (2-5 years), and symbolic (>5 years). According to (Takaya,
2008) although Bruner is not the only one to think this transition in epistemology is significant, it
curriculum and culture in education.
Strength to determine whether learning has value, employ discovery learning. The
learned information will stick with the learner and be simple to recall. Learning with this theory
must be emphasize to discovery learning use problem solving as the method. Weakness; students
must be mentally mature and ready to earn in order to use this learning approach.
B. Materials for Teaching English to Young Learners
According to (Nurhadi, 2012) The developmental stage of the kid has a significant impact
on both how to teach and how to educate youngsters English. The way that young children react
to language depends on what it can do for them or what it can do for them. Early childhood has
the benefit because children enjoy imitating, are frequently unaware of themselves, and are
typically prepared to appreciate the activities that the teacher has planned for them.
A young learners has the benefit because children enjoy imitating, are frequently unaware
of themselves, and are typically prepared to appreciate the activities that the teacher has planned
for them:
 Names of colours
 Numbers up to ten
 Family
 Animals
 Fruits and vegetables
 Parts of the body
 I am / You are
 There is / there are
 I like / I don’t like
 Simple classroom commands: stand up, sit down, open your books, etc.
Resume Group 8 English Material Development

DIFFERENT TYPE OF MATERIAL

(SELF-ACCESS MATERIAL, AND EXTENSIVE READING)

A. Self-Access Material
In this material offer experience of language in authentic use and some set the learners
authentic tasks. On the stereotypical image of self-access materials is still of practice exercises
which enable the learners to work on what they need in their own time and at their own pace
without reference to a teacher. Such materials attempt to achieve the desirable objective of
learner centered, learner-invested activity. Typically, they are used to supplement (or even
replace), when classroom learning activities and usually they focus on providing practice in the
use of specific language items or language skills which are problematic for the students.
According (Lin and Brown 1994), Believe that the value of single focus materials is for
self-access learners, have identified their specific problems and are interested in improving their
language skills. The development of such materials and their attractive accessibility in learning
center or learning packages remains a positive feature of foreign language-learning pedagogy.
However, the main strength of self-access materials has often been their main weakness too. In
order to make sure that learners can work entirely on their own and still receive useful feedback,
there has often been a limiting tendency to restrict the activities to those which can most easily
be self-marked by the learners themselves. most self-access materials still consist of controlled or
guided practice activities which use cloze, multiple choice, gap-filling, matching and
transformation activities to facilitate self-marking and focused feedback.
1. Principle of access-self activities
 Be self-access in the conventional sense of providing opportunities for learners to choose
what to work on and to do so in their own time and at their own pace.
 Be open-ended in the sense that they do not have correct and incorrect answers, but rather
permit a variety of acceptable responses.
  Engage the learners’ individuality in the activities in such a way as to exploit their prior
experience and to provide opportunities for personal development.
 Involve the learners as human beings rather than just as language learners.
 Require a personal investment of energy and attention in order for learner discoveries to
be made (as recommended in Tomlinson 1994a, 2007 and as exemplified in Bolitho and
Tomlinson 2005).
2. Suitable texts for access-self materials
Ronnqvist and Sell (1994) say in discussing the value of literature in language education
for teenagers, ‘the reading of literary texts in the target language gives genuine and easily
available experience in the pragmatics of relating formal linguistic expression to situational and
socio-cultural contexts’. Of course, in order for this potential to be realized, the learners have to
want to interact with the text and therefore have to be provided with a wide choice of texts to
choose from. It has certainly been my experience that ‘providing the learners have some say in
the choice of texts and are not forced to “study”, then literature can motivate even the most
reluctant learners because of its appeal to their humanity’ (Tomlinson 1994b). Other genres and
text-types with similar access-self potential are newspaper reports, editorials and articles,
television and radio news broadcasts, advertisements, magazine articles and television discussion
and documentary program. One of the obvious advantages of narrative, though, is that it can be
written for any level of learner without any loss of authenticity”.
B. Definition of Extensive Reading
Theory and practice extensive reading as an approach to foreign language teaching in
general, and to the teaching of foreign language reading in particular are worked out by Harold
Palmer (1968), extensive reading is reading easy book and don’t have to understand every words,
the readers are going to go to concern with the general understanding than meaning of sentence
(Richard,1998) State that “ER can be defined as the independent reading of a large quantity of
material for information or pleasure”, students are able to start with easy and interesting text,
they choose what they want to read based on their interests. If a student finds a book is too
difficult or they don't enjoy it, they can change it for another one. They free to get material and
topics easily so that they can read as many topics as possible, the topic can start with picture
books so that they get excited with stories and learn and remember them to find information and
general description or meaning, overall meaning.
 The most important basic principles of extensive reading that the material is simple and
reading material from various topics for language learning. extensive reading will not succeed if
students are faced with difficult material, so they have to struggle hard in understanding terms
that they do not yet know. finding the material they want and brands they like will encourage
interest in reading and minimize boredom in reading. Day and Bamford explicitly state that there
are two characteristics as Extensive Reading principles what students read.
1. Principle of Extensive Reading
Principles in teaching reading are the principles that will direct the direction of the goal
reading learning process, because a principle will influence and produce various actions or processes.
This research will discuss the principles of extensive reading proposed by Julian Bamford and Ricard
R. Day, they identify ten characteristics found in successful extensive reading programs.
 The reading material is easy
 A variety of reading material on a wide range of topic
 Learners choose what they want to read
 Learners read as much as possible
 Reading speed is usually faster rather than slower
 The purpose of reading is usually related to pleasure, information, and genera
understanding.
2. Extensive Reading Materials
Reading for pleasure requires a large selection of books be available for students to
choose from at their level. According to Harmer one of the fundamental conditions of a
successful extensive reading program is that students should be reading material which they can
understand (Harmer, 2001). Here, teachers can make good use of graded readers (books which
have been written specifically for EFL/ESL students or which have been adapted from authentic
texts). Selecting appropriate reading materials can help build reading confidence, reading ability
and build a life-long love of reading in English. Conversely, selecting inappropriate materials
can lead to a vicious circle of poor reading (The Extensive Reading Foundation (ERF) 2011).
Teachers should be careful to watch that students do not choose their books too quickly.
The students should:
 Read some of the book itself, not only at the tittle, cover and illustrations
 Choose something interesting to read
 Find something they can read at about 150-200 words per minute
 Choose something they can read without a dictionary.